Learning Outcomes/Targets Success Skills
Critical Thinking
Collaboration Knowledge and Understanding CC.1.2.9-10.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.2.9-10.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
CC.1.4.9–10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CC.1.5.9-10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9-10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Checkpoints/Formative Assessment
-Identification of persuasive techniques being utilized in letters of complaint and JFK speech.
-Analysis of impact of persuasive techniques utilized in letters of complaint and JFK speech.
-Incorporation of at least two techniques in their own speech.
-Oral delivery of persuasive speech
Instructional Strategies for ALL learners
-ELA teacher will lead a discussion on the definitions of ethos, pathos, and logos. The class will also look at examples of these persuasive techniques.
-Class will read a letter of complaint together, identifying examples of ethos, pathos, and logos. We will also discuss the impact of these techniques on the overall effectiveness of the letter.
-Students will then work in small groups to read 2-3 additional letters, identifying examples of ethos, pathos, and logos in each and determining the effectiveness of these techniques.
-We will have a full class discussion regarding student findings in the letters.
-ELA teacher will lead discussion on how techniques are used in speech writing, often to persuade the intended audience to take some type of action.
-The class will read JFK's speech at Rice University on September 12, 1962 in regards to the space race. While reading, students will identify examples of ethos, pathos and logos. We will label the examples on the Promethean Board while reading.
-Small groups will then look at specific examples to identify why they were included on the speech and whether or not they would impact the audience to take action. Groups will then share out their interpretations of the techniques.
-Students will write their own speeches outlining their solution and the action they would like others to take. They will include at least 2 persuasive techniques in their speeches.
-Prior to delivering their speeches to the group, they will record themselves using a voice recorder program. This will allow them to focus on speech delivery techniques and areas they would like to emphasize.
-Students will deliver their final speeches to the class.
-Speeches will be recorded, either as video or audio, and uploaded to student blogs.
Explanation
One of the main goals of this PBL is to have students persuade others to take action against a problem. Doing so requires students to create persuasive speech and deliver it in a way that gets the audience to take action. In order to develop a strong persuasive piece, students will incorporate persuasive techniques in their writing and speech, specifically focusing on the use of ethos, pathos, and logos.
It is important to begin ensuring that students have an understanding of what ethos, pathos, and logos are. This will be done through a series of events. First as a class, we would define these terms. For some they may be new, others may be familiar with the terms already. After defining the terms, we will work on identifying them in use. Before students can use these techniques effectively, it will be beneficial for them to see them in use. We will begin by looking at them on a basic level by examining letters of complaint that have been written. These letters are trying to persuade a company to act on an issue the writer had with their product. Students will work on identifying the types of appeals used within these letters. They will then analyze whether or not the use of these appeals impacts the persuasive nature of the letters.
We will then look at the use of these appeals in the format students will be working in. We will read an excerpt from JFK's speech on the space race. While reading students will look for examples of ethos, pathos, and logos. We will then discuss the impact of these appeals on JFK's goal.
As students will be asked to deliver their speeches orally to the class, we will then listen to JFK's delivery of this speech. Students will analyze the way he delivers the speech including areas of emphasis, inflection, etc.
Students will then look at their own speeches to ensure that they are incorporating at least two of these appeals in their own speeches and that they are being utilized in a way that enhances their message.
Prior to delivering their speeches to the group, students will voice record their speeches, allowing them to listen back and determine areas they would like to improve in their oral delivery.
Success Skills
Critical Thinking
Collaboration
Knowledge and Understanding
CC.1.2.9-10.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.2.9-10.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
CC.1.4.9–10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CC.1.5.9-10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9-10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Checkpoints/Formative Assessment
-Identification of persuasive techniques being utilized in letters of complaint and JFK speech.
-Analysis of impact of persuasive techniques utilized in letters of complaint and JFK speech.
-Incorporation of at least two techniques in their own speech.
-Oral delivery of persuasive speech
Instructional Strategies for ALL learners
-ELA teacher will lead a discussion on the definitions of ethos, pathos, and logos. The class will also look at examples of these persuasive techniques.
-Class will read a letter of complaint together, identifying examples of ethos, pathos, and logos. We will also discuss the impact of these techniques on the overall effectiveness of the letter.
-Students will then work in small groups to read 2-3 additional letters, identifying examples of ethos, pathos, and logos in each and determining the effectiveness of these techniques.
-We will have a full class discussion regarding student findings in the letters.
-ELA teacher will lead discussion on how techniques are used in speech writing, often to persuade the intended audience to take some type of action.
-The class will read JFK's speech at Rice University on September 12, 1962 in regards to the space race. While reading, students will identify examples of ethos, pathos and logos. We will label the examples on the Promethean Board while reading.
-Small groups will then look at specific examples to identify why they were included on the speech and whether or not they would impact the audience to take action. Groups will then share out their interpretations of the techniques.
-Students will write their own speeches outlining their solution and the action they would like others to take. They will include at least 2 persuasive techniques in their speeches.
-Prior to delivering their speeches to the group, they will record themselves using a voice recorder program. This will allow them to focus on speech delivery techniques and areas they would like to emphasize.
-Students will deliver their final speeches to the class.
-Speeches will be recorded, either as video or audio, and uploaded to student blogs.
Explanation
One of the main goals of this PBL is to have students persuade others to take action against a problem. Doing so requires students to create persuasive speech and deliver it in a way that gets the audience to take action. In order to develop a strong persuasive piece, students will incorporate persuasive techniques in their writing and speech, specifically focusing on the use of ethos, pathos, and logos.
It is important to begin ensuring that students have an understanding of what ethos, pathos, and logos are. This will be done through a series of events. First as a class, we would define these terms. For some they may be new, others may be familiar with the terms already. After defining the terms, we will work on identifying them in use. Before students can use these techniques effectively, it will be beneficial for them to see them in use. We will begin by looking at them on a basic level by examining letters of complaint that have been written. These letters are trying to persuade a company to act on an issue the writer had with their product. Students will work on identifying the types of appeals used within these letters. They will then analyze whether or not the use of these appeals impacts the persuasive nature of the letters.
We will then look at the use of these appeals in the format students will be working in. We will read an excerpt from JFK's speech on the space race. While reading students will look for examples of ethos, pathos, and logos. We will then discuss the impact of these appeals on JFK's goal.
As students will be asked to deliver their speeches orally to the class, we will then listen to JFK's delivery of this speech. Students will analyze the way he delivers the speech including areas of emphasis, inflection, etc.
Students will then look at their own speeches to ensure that they are incorporating at least two of these appeals in their own speeches and that they are being utilized in a way that enhances their message.
Prior to delivering their speeches to the group, students will voice record their speeches, allowing them to listen back and determine areas they would like to improve in their oral delivery.